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Academic optimism is one of the significant organizational and individual characteristics that has recently attracted educational researchers' attention to improve student learning and achievement. The purpose of this study was to examine the relationships between teacher sense of academic optimism and school climate. The study sample consisted of 302 teachers employed in primary schools in Kastamonu, Turkey. Results indicated that teacher sense of academic optimism was positively and significantly related to supportive, directive, and intimate school climates and that intimacy was the only significant predictor of teacher sense of academic optimism. Findings of the present study have supported the notion that school climate is a significant construct for understanding and explaining teacher sense of academic optimism. Results of this study were discussed in relation to practical implications in school settings.